Reviews eight new adult books of interest to high school readers. The books reviewed include a historical novel, three personal memoirs, a book of fables, a literary fantasy, and excerpts from the works of naturalists Jean Henri Fabre and Carl Linnaeus. (GT)

Lists recommended paperback books for children in three categories: picture books and stories for younger and for intermediate readers. Tells if and when the original editions were reviewed in this journal. (GT)

Recounts the experiences of a literature instructor who moderates three different adult reading groups to demonstrate the possibilities for carrying literature outside the confines of the classroom and into other student and adult communities. (HTH)

Raises issues involved in the study and teaching of narrative, with reference to both literature and film. Considers the function of realism in narrative fiction and the teaching of theory and practice of those writers and filmmakers who have challenged the realist text by alternative strategies. (JMF)

Literature offers an unusually rich store of fictional characters from which all educators can learn much. Sherlock Holmes constitutes a model whose personal characteristics, love of truth, concern for his fellow man, and teaching ability exemplify the best in pedagogy. (Author)

Argues that good film and television fantasy is not a retreat from reality but a means of expanding the imagination. (FL)

Provides an overview of author Sylvia Louise Engdahl, who published six novels for young adults in the 1970s but nothing of the same kind since. Reviews her history and her philosophy, and presents a critical review of her writing. (TB)

Claims that capturing an adolescent novel in shaped, found, or structured poetry gives students ways to tell others what the novel meant to them. Discusses five poetic forms (riddle poem, found poem, character poem, poem for two voices, and repeat poster poem) and presents student poems. (RS)

Raises and answers some questions about why the author, a full-time college professor, writes fiction. (RS)

Considers how the hypertext fiction is only the next stage in the evolution of text. Discusses sites that contain an index of current hypertext fiction favorites, reviews by readers, theory and criticism and bibliographies. Presents some suggestions on what to study when using hypertext fiction. (SG)

The use of fiction and autobiography to develop nursing students' textual competence in reading, interpretation, and criticism is discussed. Ways in which literary pedagogy enhances reflective thinking and relational skills are addressed. (Contains 51 references.) (SK)

Suggests that today's teens long for trustworthy, empathetic, and standard-setting adult leadership and hunger for new ideas. Notes that because of his unique twisting of science and fantasy and because of the variety of his subjects, Ray Bradbury catches adolescent minds. Concludes that because the students love Bradbury, they are more receptive…

Describes how the author's habit of fabrications and stories as a 10-year-old became a source for writing fiction. Notes how he pursued journalism as a profession, but was frustrated by its limitations. Considers how as a professional field, composition continues to contemplate and struggle with issues of power and representation in research and…

Analyzed relevant works of Chaucer, More, Locke, Shakespeare, Bayly, Milton, Prior, Wordsworth, Coleridge, Hazlitt, and Dickens for their imagery of youth and adolescence. Concluded that way youth are depicted in these works remained remarkably stable over time. Main theme of adolescence throughout these works is that it is time of turbulence,…